Syftet med detta examensarbete har varit att få en klarare bild över vad begreppet estetiska läroprocesser innebär, varför ett estetiskt arbetssätt kan vara bra för inlärningen, vad som förväntas av mig som lärare och vad lärarens roll är i en undervisning med ett estetetiskt arbetssätt samt hur en undervisning med ett estetiskt förhållningssätt kan se ut. Jag gick in i denna undersökning med ett grundantagande om att ett estetiskt arbetssätt påverkar elevers inlärning på ett positivt sätt. Mitt examensarbete grundar sig på en litteraturundersökning och ett antal intervjuer gjorda med relativt nyexaminerade yrkesverksamma lärare, som alla gått en estetisk inriktning under sin lärarutbildning. Det finns olika sätt att inkludera de estetiska ämnena i undervisningen, ett av dem är att arbeta med tema. Under ett temaarbete skapas många möjligheter för eleverna att använda sig av de estetiska uttryckssätten för att skapa, få syn på och utveckla sin kunskap. Resultatet av min undersökning visar att estetiska läroprocesser och ett estetiskt arbetssätt kan påverka elevers inlärning på ett positivt sätt, under förutsättningarna att läraren har stor kunskap kring de estetiska ämnena och ett estetiskt arbetssätt. Under min litteraturundersökning och under mina intervjuer visar det sig att både de intervjuade lärarna och författarna har liknande åsikter kring och syn på lärarens roll i undervisningen. Något de alla nämnde var vikten av att göra eleverna delaktiga i processen fram till sin kunskap. De intervjuade lärarna har dessutom liknande uppfattning om varför de estetiska ämnena kan påverka elevernas inlärning positivt, men det visar sig att de alla har olika sätt att utföra sin undervisning på. En slutsats som kan dras utifrån materialet är att om eleverna blir känslomässigt berörda av det de lär sig, så blir kunskapen personlig och stannar kvar längre i deras kroppar och hjärnor. Om de också får vara delaktiga i processen fram till kunskapen, får de möjligheten att genom de estetiska ämnena, skapa sitt eget kunnande. / The aim with this essay has been to get a clearer picture over what the term aesthetic learning processes means, why an aesthetic approach can be good for the students learning, what is expected of myself as a teacher and what teacher's role is in an education with an aesthetic approaches and what an education with an aesthetic attitude can look like. I started this survey with the presupposition that an aesthetic approach influences students' learning in a positive way. My essay is based on a literature survey and a number of interviews with relatively new examined professionally active teachers, who all have a teachers education based on aesthetic learning. There are various ways to include the aesthetic subjects in the education; one of them is to work with themes. During these theme works there is many opportunities for the students to use the aesthetic subjects in order to create, gain sights on and develop their knowledge. The result of my survey shows that aesthetic learning processes and an aesthetic approach can influence students' learning in a positive way, under the conditions that the teacher has great knowledge about the aesthetic subjects and an aesthetic approach. During my literature survey and during my interviews, it shows itself that both the interviewed teachers and the authors have similar opinions about and point of views on the teacher's role in that’s kind of education. Something they mentioned was the importance of making the students involved in the process of making their knowledge. The interviewed teachers has similar views on why the aesthetic subjects can influence the students' learning in a positive way, but they all have different ways of executing it into their teaching. A conclusion that can be drawn on the basis of this material is that if the students become emotionally affected off what they are learning, then the knowledge becomes personal and stays longer in their bodies and their brains. If the students also are being involved in the process of getting their knowledge, they are given the possibility that through the aesthetic subjects, create their own know-how.

Abstract En ny gymnasiereform genomfördes 2011, och de nya styrdokumenten visar att entreprenörskap ska genomsyra all undervisning i gymnasieskolan. När det nu har gått ett läsår är det av stort intresse att följa upp detta. Syftet med den här studien är att undersöka gymnasielärarnas uppfattning av entreprenörskap samt i vilken utsträckning och hur de integrerar entreprenörskap i sin undervisning inom Handels- och administrationsprogrammet. Illeris olika dimensioner av lärande, såsom innehåll, drivkraft och samspel, har varit den teoretiska utgångspunkten i mitt arbete. Tidigare forskning om entreprenörskap i skolan visar att det finns olika uppfattningar bland lärare om vad utbildning i entreprenörskap innebär. För vissa lärare är entreprenörskap en aktivitet medan andra ser det som en pedagogik, dvs. ett sätt att lära och lära sig. Metod: En kvalitativ intervjustudie har gjorts med sex gymnasielärare på gymnasieskolans Handels- och administrationsprogram. Ett av de viktigaste resultaten av min studie är att de flesta lärarna som intervjuades förknippar i första hand entreprenöriellt lärande med att förbereda eleverna för att starta och driva företag. Det finns några lärare som också ser entreprenöriellt lärande som ett pedagogiskt arbetssätt som uppmuntrar till kreativitet, självförtroende, initiativ- och ansvarstagande som anses vara kompetenser som krävs i en förändrande arbetsmarknad. Det framkom också av resultatet att även om inte alla lärare har integrerat entreprenöriellt lärande i sin undervisning är de flesta positiva till att jobba med entreprenörskap i skolan. De ser flera fördelar i det men de upplever som svårigheter att de har en stor arbetsbelastning och att det inte är lätt att hitta tid till samarbete med andra kollegor. Nyckelord: Entreprenörskap, lärande processer, gymnasieutbildning.

Submitted in fulfilment of part of the requirements for the degree of Doctor of Technology in the Faculty of Management Sciences at Durban University of Technology, 2007 / The South African small business sector, particularly the manufacturing industries, such as textile, clothing, and automotive industries, are not considered internationally competitive. This shortcoming is seen in the context of liberalizing and transforming the South African economy, and the threat of foreign competition such as China. This study takes a systems view of the problems that are facing small businesses in South Africa, drawing on historical, theoretical and empirical sources within a proposed framework for small business international learning. The various elements in the framework include international competitiveness challenges facing small businesses, which, the author argues, create tension for survival within small businesses; the limited role of the small business support regime in South Africa; and the role of Foreign Direct Investment through Transnational Corporations (TNCs). Therefore, this study investigates the international learning processes of small businesses and develops a new theoretical model to illustrate and elucidate interventions to strengthen international learning processes of these small businesses. Methodology The manufacturing sector was chosen as the ideal sector for this study since it contributes significantly to the GDP and levels of employment of a country, and is at the receiving end of new production methodologies and technologies and other competition dynamics. This sector, at a small business level, is currently experiencing international competitiveness challenges in South Africa. The methodology followed an initial exploratory, qualitative approach followed by a formal, empirical, quantitative approach. The research questionnaire met the quality criteria as established through content validity, criterion related validity, and reliability criteria. This questionnaire was administered to a sample of 300 out of a population of 800 manufacturing small firms in Durban, using an unrestricted random probability sampling method. A total of 255 completed questionnaires were returned, and the results were expressed at the 95% confidence level with a confidence interval of 0.05. Results and Discussions From the correlation analysis of the level of importance and extent of implementation of international learning processes, four international learning processes, whose implementation can be enhanced by an improvement in the importance of international competitiveness challenges and support, were extracted. These international learning processes include increased learning activities on management, sales and marketing, finance, and also the image of small businesses. Through the consolidation of the results of the correlation analysis, a theoretical model for the identification and development of international learning processes was created. Conclusion From the small business practice and policy point of view, this study s findings suggest that the international learning processes of small businesses confronted by international competitiveness challenges in transforming developing economies can be strengthened by applying the theoretical model developed in this study. From the government, TNCs, and small businesses perspective, this study s findings also suggest that the establishment of linkage programmes and enhancement of learning activities, which revolve around the identified international learning processes as established in the theoretical model, will enable the attainment of international competitiveness of small businesses. This study, therefore, proposes the implementation, in the short-term, of information and linkage support at sector level that addresses the enhancement of the identified international learning processes; and the implementation, in the longterm, of a grand-scale small businesses and TNCs linkage programme in line with the premise provided in the theoretical model.

The purpose of this thesis is to investigate how teachers perceive that they work with science in preschool through aesthetic learning processes as tools both in the indoor and outdoor environment and make visible what the educators' underlying beliefs are that affect how they perceive aesthetic learning processes as tools used to deepen children's understanding of different scientific phenomena. This is an interview study using the phenomenographic approach as a means and method to make visible and report on teachers' views on how aesthetic learning processes can be used to extend preschool children's learning about science. The results are analyzed and discussed based on John Dewey's theoretical ideas about children's learning, aesthetics and science. The study clearly shows that teachers' views on aesthetic learning processes and how they can be used in the work whit science is very divided and in some cases unreflective. The most striking results are that teachers often are unaware that they make use of aesthetic learning processes because they have a more limited view of what it is than we have in the paper. All informants have science as a core subject. Their focus of the activity is located at the showing and visualizeing of scientific phenomena and some of them express that they submit the aesthetic learning processes to their colleagues or that they collaborate with someone who has training in some art form. During these collaborations the educators are responsible of their respective subjects, and rarely have deeper knowledge about the other topic.

The purpose of my study is to find out how a preschool teacher look upon children's culture and learning. have preschool teachers' understanding and work with children's culture been impacted by this initiative? To highlight this I have asked the following questions: How are preschool teachers' attitude towards Kultur i ögonhöjd? And where do learning fit in into preschools active undertaking with culture? I use qualitative interviews with a low degree of structure as a method to collect empirical data. The survey was conducted with a group of six preschool teachers where everyone works as culture delegates, a roll where they are ultimately responsible for preschools development in its undertaking of culture. I analyse the results with the help of Vygotsky and his theory of the proximal development zone. The proximal development zone is the potential for learning that go beyond what a child can reach on its own and to which a child can reach by help of others or artefacts. In this essay I divide children's culture into three categories. Culture for children is created by adults for children. Culture by children are when children themselves create without adult influence and culture with children when children and adults interact in the cultural process. Some of preschool teachers were positive about the venture presented by the city of Stockholm since it meant more opportunities for cultural experiences for children. They only showed prof of actively working with culture for children. A major part of the preschool teachers were disappointed in Stockholm's initiative as they considered that it only focused on culture for children. They felt that the culture by children and culture with children was pushed aside. When it comes to culture and learning processes, there are four main tracks. The adult conveys learning by making use of a cultural product, this is culture for children where the children reproduces what the adults presents them with. The next track is when adults tries to inspire by the means of culture for children, so that the children themselves become creators of culture by children. Now the idea is that what the adult presents will lead the children to become creative. The third track is when the adults captures what the children are exploring and gives the children challenges, artefacts and discusses with the children so that they canmove forward in their processes. This is a form of culture with children. The last way is to create environments that are built for the children to explore and be creative in. The adult will be documenting the children´s behaviour so that they later can reflect over how they can challenge the children to help them forward in their learning process. This is a form of culture with children.

The concepts learning processes, gestalting and digital technology are closely associated with most people’s personal experiences in life and thus constitute significant ideas about their hopes, dreams and life content. The concepts are context-dependent and ought therefore to be studied from several interdisciplinary perspectives. To this end and to limit the scope of my thesis, I have chosen to study them from two vantage points – from the perspective of the Blekinge region of Sweden and from a third-world perspective. The reason I have chosen these two angles is that studying these concepts on the local level provides the necessary closeness, while considering them in a third-world perspective provides the necessary distance. In order to illustrate the complexity of the concepts, I have chosen to study both the rhetorical level – the narratives, the dreams and the hopes – and people’s actual experiences, i.e. the realities, hence the dialectical title of the thesis. “The educative moment” is the rare moment when rhetorics and realities coincide. When traditions and changes together cause renewal on an individual or collective level, the conditions are created for human beings to be able to see themselves and their relations in a new light. / Begreppen läroprocess, gestaltning och digital teknik är starkt förknippade med de flesta människors egna livserfarenheter och utgör därför medvetna eller omedvetna betydelsebärande föreställningar om förhoppningar, drömmar och livsinnehåll. Dessa är kontextberoende och bör därför undersökas ur flera interdisciplinära perspektiv. För att göra detta möjligt och samtidigt begränsa omfattningen av denna licentiatuppsats har jag valt att se begreppen ur två perspektiv – dels ur ett Blekingeperspektiv, dels ur ett tredje världenperspektiv. Anledningen till att jag valt dessa är att Blekinge ger en tillräcklig närhet och tredje världen ger en nödvändig distans. För att visa på begreppens komplexitet har jag valt att undersöka den retoriska nivån – berättelserna, drömmarna och förhoppningarna – och människors erfarenheter och verkligheter, därav den dialektiska titeln på licentiatuppsatsen. Det pedagogiska ögonblicket är det ögonblick då retorik och verkligheter sammanfaller. När tradition och förändring tillsammans ger en förnyelse på ett individuellt eller kollektivt plan, skapas förutsättningar för människan att se sig själv och sina sammanhang i ett helt nytt ljus. Begreppen läroprocess, gestaltning och digital teknik är starkt förknippade med de flesta människors egna livserfarenheter och utgör därför medvetna eller omedvetna betydelsebärande föreställningar om förhoppningar, drömmar och livsinnehåll. Dessa är kontextberoende och bör därför undersökas ur flera interdisciplinära perspektiv. För att göra detta möjligt och samtidigt begränsa omfattningen av denna licentiatuppsats har jag valt att se begreppen ur två perspektiv – dels ur ett Blekingeperspektiv, dels ur ett tredje världenperspektiv. Anledningen till att jag valt dessa är att Blekinge ger en tillräcklig närhet och tredje världen ger en nödvändig distans. För att visa på begreppens komplexitet har jag valt att undersöka den retoriska nivån – berättelserna, drömmarna och förhoppningarna – och människors erfarenheter och verkligheter, därav den dialektiska titeln på licentiatuppsatsen. The educative moment är det ögonblick då retorik och verkligheter sammanfaller. När tradition och förändring tillsammans ger en förnyelse på ett individuellt eller kollektivt plan, skapas förutsättningar för människan att se sig själv och sina sammanhang i ett helt nytt ljus. Begreppen läroprocess, gestaltning och digital teknik är starkt förknippade med de flesta människors egna livserfarenheter och utgör därför medvetna eller omedvetna betydelsebärande föreställningar om förhoppningar, drömmar och livsinnehåll. Dessa är kontextberoende och bör därför undersökas ur flera interdisciplinära perspektiv. För att göra detta möjligt och samtidigt begränsa omfattningen av denna licentiatuppsats har jag valt att se begreppen ur två perspektiv – dels ur ett Blekingeperspektiv, dels ur ett tredje världenperspektiv. Anledningen till att jag valt dessa är att Blekinge ger en tillräcklig närhet och tredje världen ger en nödvändig distans. För att visa på begreppens komplexitet har jag valt att undersöka den retoriska nivån – berättelserna, drömmarna och förhoppningarna – och människors erfarenheter och verkligheter, därav den dialektiska titeln på licentiatuppsatsen. The educative moment är det ögonblick då retorik och verkligheter sammanfaller. När tradition och förändring tillsammans ger en förnyelse på ett individuellt eller kollektivt plan, skapas förutsättningar för människan att se sig själv och sina sammanhang i ett helt nytt ljus. läroprocess, gestaltning, digital teknik / <p>Educative Moments: Rhetorics and Realities</p>

This study aims to examine and highlight the use of aesthetic learning processes as tools in education at Waldorf schools. It focuses on how teachers implement aesthetic learning processes in their instruction and the effects the teachers believe these processes have on students understanding and development. The background presents the key concepts of the study: aesthetic learning processes, aesthetics, art education, learning and development within schools, Lgr22 (the Swedish national curriculum), Waldorf pedagogy, and En väg till frihet (a Waldorf curriculum resource).Based on John Deweys pragmatic ideas of learning and aesthetics, along with David Kolb's theories of knowledge and learning styles, the study examines how teachers utilize aesthetic learning processes and identifies associated challenges and opportunities. The research use a qualitative text analysis of two curriculums and interview with two teachers as combined methods. The result reveals that integrating aesthetic learning processes makes instruction more meaningful for students, helping them acquire subject knowledge and understand themselves and the world. By utilizing different learning styles and integrating various subjects, a holistic learning experience is created. By examining the integration of aesthetic learning processes, this study adds to our understanding of how these processes can make education more meaningful for students and teachers. This research expands our knowledge of the implementation and impact of aesthetic learning processes in Waldorf education, offering valuable insights for educators, curriculum developers, and policymakers seeking to enhance teaching and learning practices.

Denna essä kan läsas som en reflektion över tre års arbete med och utveckling av estetiska lärprocesser på lärarutbildningen. Även om exemplen är hämtade från matematikdidaktiken rör sig diskussionen huvudsakligen på en mer generell nivå än detta specifika ämne. På många sätt handlar essän lika mycket om lärande i allmänhet som om matematikdidaktik. Utifrån den fenomenologiska undersökningen rör sig diskussionen mellan mina personliga erfarenheter och den filosofiska teorin. Jag använder mig av tankar från Aristoteles, Hans-­‐Georg Gadamer och John Dewey och låter dem möta några av de svenska forskare som under de senaste åren bidragit till det aktuella fältet eller till angränsande fält. Jag hoppas i denna essä kunna synliggöra olika aspekter av erfarenhetsbaserad undervisning och lärande likväl som de problem och möjligheter som finns i fenomenet estetiska lärprocesser – förhoppningsvis kan mina iakttagelser och reflektioner vara av värde vid en utveckling av såväl matematikdidaktiken som av andra ämnen på lärarutbildningen / This essay can be red as a reflection over three years of working with and developing methods for using art in the process of learning at the teacher education at a swedish university. Even though the subject from where the examples come is the mathematics education, the discussion forms itself at a more general level than this specific subject. In many aspects this essay is more about learning in general than specificly about mathematics. By using the phenomenological method my discussion forms itself moving between my personal experiences and philosophical theory. I use the work and thougts of John Dewey, Hans-­‐Georg Gadamer and Aristoteles in close dialogue with swedish scientists who during the last years has given contribution to the actual and the surrounding fields. By writing this essay I hope to enlighten certain aspects of experience based teaching and learning as well as the troubles and wonders of using art learning processes – both hopefully useful in developing the university teaching in the mathematics education as well as in other subjects at the teachers education.

The purpose of this dissertation is to develop explanatory theory for the learning processes facilitated by art-based methods in management education (ABMs). Such theory is important because managerial educators increasingly use ABMs, and without a well-developed theory it may be difficult to realise these methods’ full potential. Current research on ABMs uses theories from other fields but generally sees ABMs as methods for making important information available for reflection, e.g. information about unconscious assumptions, aesthetic experience, or non-propositional or tacit knowledge. This shows that the field is grounded in a representationalist view of cognition. This view of cognition makes it difficult to explain certain themes in the research field, such as, the importance of staying with the senses without reflecting, aesthetic agency, and the process of making. I therefore asked: What insights can be gained from exploring ABMs, using theories grounded in the embodied view of cognition, in particular Conceptual Metaphor Theory (CMT) (Lakoff & Johnson, 1999) and simulation theories (Barsalou, 2008). For the empirical work, I used an experimental design with 60 managers from Danish companies. All participants selected problems from their work they perceived as important, yet unsolvable. They were randomly divided into three groups: Two groups using different ABMs to address problems and a comparison group where no ABM was used. The experiment indicated that 1) creating new metaphors for a problem based on different sensory metaphors enabled the participants to import behaviour from contexts unrelated to the problematic situation, and 2) focusing on sensory experience enabled participants to remove judgments about self or others. Furthermore, the experiment indicated that learning outcomes reflected participants’ experience of the concrete learning intervention. These findings contribute to CMT by suggesting that it is possible to formulate relationships between changes in metaphors and specific learning outcomes. They contribute to ABM by suggesting that experiences that participants have during ABMs are later used as tools for structuring other experiences – not merely as data for reflection.

Purpose: The purpose of this paper is to highlight three preschool teachers and three child nurses’ views on the educational work tool pedagogical documentation and Reggio Emilia educational philosophy, often associated with pedagogical documentation. Preschool teachers and child nurses’ are all employees under the same pre-school director, and works on three preschools located in the same area. The purpose of the selection of respondents is based on highlighting how far the staff describes the concept of educational documentation, and pedagogy of Reggio Emilia, and how far their statements are consistent with each other or not. Questions: The thesis is based on three questions; How does preschool teachers and child nurses’ describe pedagogical documentation? How does preschool teachers and child nurses’ describe the Reggio Emilia pedagogical philosophy? If there are differences between the preschool teachers and child nurses’, what could these mean for the pedagogical documentation in preschool? Method: The study is based on empirical data collected through qualitative interviews. The empirical material is based on six qualitative interviews with three preschool teachers and three child nurses’, who are in an organization which is inspired by Reggio Emilia. Main theoretical approach: The essay consists of three main theories, Piaget, Dewey and Vygotsky. The theories are the basis of the analysis, together with previous research and the six qualitative interviews that are conducted in the context of the essay. Result: The study's results and answers to the questions are presented in the final discussion. Our results demonstrate the difference between preschool teachers and child nurses' perception of what pedagogical documentation means for business, children and staff, and the Reggio Emilia educational philosophy.